Version Number 28, September 6, 2010
University of Alaska
Academic Master Plan
December 2010 to December 2015
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Version 28, September 3, 2010
UNIVERSITY OF ALASKA
ACADEMIC MASTER PLAN
TABLE OF CONTENTS
List of Acronyms and Abbreviations .................................................................................2
Note........................................................................................................................................2
Scope of the Academic Master Plan ...................................................................................3
Academic Vision ...................................................................................................................3
Goals for Higher Education in the University of Alaska System ....................................4
Planning, Program Development, and Improvement .......................................................5
Distance Education Programs .........................................................................................6
Engineering Programs.....................................................................................................6
Teacher Preparation Programs .......................................................................................7
Health Education Programs ............................................................................................7
Workforce Development Programs .................................................................................8
Internationalization .........................................................................................................9
Biomedical Research Programs ......................................................................................9
Doctoral Programs ...........................................................................................................9
New Professional Schools ................................................................................................10
Method of Implementation..................................................................................................10
Academic Goals and Actions ...........................................................................................11
Criteria for New Program Development or Program Augmentation ............................15
Mandatory Criteria for All New or Significantly Augmented Programs ...................15
Additional Criteria for Instructional Programs ........................................................16
Additional Criteria for Organized Research Programs ............................................17
Additional Criteria for Outreach, Engagement, and Service Programs ...................17
Credit for Program Execution .........................................................................................18
Assessment........................................................................................................................18
APPENDIX1 A: Alaska and its University .......................................................................20
APPENDIX B. Charge.........................................................................................................25
APPENDIX C: AMP Revised Schedule, March 2010 through December 2010 ............27
APPENDIX D: Definitions and Explanations ...................................................................28
APPENDIX E: Membership of the Statewide Academic Council 2008-2010 ................32
APPENDIX F: Board of Regents’ Program Action Request form .................................33
1
Appendices are part of the Academic Master Plan.
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List of Acronyms and Abbreviations
AMP
BOR
MAU
NWCCU
PK-12
SAC
TRiO
UA
UAA
UAF
UAS
U.S.
Academic Master Plan
Board of Regents (of the University of Alaska)
Major Administrative Unit (one of UAA, UAF, UAS, UA)
Northwest Commission on Colleges and Universities
Pre-kindergarten to 12th grade
Statewide Academic Council
U.S. Department of Education grant program that provides funding to
to colleges and universities to assist first-generation, minority, and
disabled students.
University of Alaska statewide system
University of Alaska Anchorage
University of Alaska Fairbanks
University of Alaska Southeast
United States
Note
Underlined words or phrases are defined or explained in Appendix D.
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Scope of the Academic Master Plan
The University of Alaska Academic Master Plan is intended to provide a strategic,
integrated vision for the university that preserves the strengths of the system and adapts
to the changing demands on postsecondary institutions in Alaska (Appendix B). The
University of Alaska Academic Master Plan was written with the expectation that it will
be reviewed and updated by the Statewide Academic Council, with input from
appropriate governance bodies, as defined in Regents’ Policy 03.01.01, five years from
the date that it is initially approved by the Board of Regents.
The Academic Master Plan will articulate:
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An academic vision (see section below) encompassing the UA System and broad
academic direction for future students, faculty, and staff.
Clear and attainable goals for higher education (see page 4) in the University of
Alaska system.
A plan (see page 5) which provides direction for future leaders of UA and the BOR
for the assignment of programmatic resources.
A method of implementation (see page 10) that will foster the effective investment
and management of public and private resources and result in excellent academic
programs, expanded educational opportunities, and service to the state through
research, outreach, and engagement.
Academic Vision
The University of Alaska system is a dynamic and engaged network of institutions that
meets the needs of its students and the state. Through ongoing planning, change,
assessment, and improvement, UA institutions will continue to be a key force in forging a
successful future for Alaska and Alaskans.
Education will remain the core mission of the University of Alaska. UA will continue to
offer a strong base of academic programs in the arts, humanities, mathematics, and
sciences, and quality professional, career, and vocational programs. UA will offer
postsecondary educational opportunities to all Alaskans, while maintaining rigorous
standards for student performance. UA will continue to provide instruction in varied
forms, emphasizing student-faculty interaction in classrooms, laboratories, communitybased learning situations, and technology-assisted courses. Graduates will attain or
exceed the learning outcomes established by faculty, based on national and international
standards in their disciplines.
UA campuses strengthen the communities, regions, and state that they serve. UA
campuses promote appreciation of the arts and understanding of and respect for diverse
cultures and traditions. They prepare Alaskans for jobs and careers. They promote
entrepreneurship and sustainable community development and provide research-based
information to agencies, policymakers, and the public. In fulfilling these roles, UA will
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help to prepare Alaskans and their communities to meet the challenges and opportunities
of the 21st century.
In addition to serving a community college student population and responding to local
and regional needs throughout Alaska, UA community campuses will continue to have a
special role in providing access to educational opportunities for place-committed students
and underserved populations. Distance education will increasingly offer another option
for place-committed, nontraditional, and mobile students. All campuses will be serving
an increasingly diverse array of students and will continue to place special emphasis on
programs serving Alaska Native peoples. UA graduates will augment Alaska's workforce
and promote sustainable development of the state’s economy. UA will build human
capital with the skills and knowledge to help the state to adapt to the changing social,
financial, and physical environment and to engage Alaskans with the global economy.
Graduates will become Alaska’s community and state leaders, and strengthen the state’s
social fabric through civic responsibility, volunteerism, and philanthropy.
Alaska is a natural laboratory that attracts researchers from across the globe and offers
countless opportunities for research, insight, and creativity to UA faculty, students, and
staff. UA research and creative activity will expand and increase its international stature,
while addressing Alaska’s and the nation’s needs for knowledge and its practical
applications. UA will be respected as a center of integrity and unbiased information that
will guide important decisions about the future of Alaska, the circumpolar North, and the
world.
UA will provide an environment of excellence, including regular and rigorous
evaluations of performance, that fosters recruiting and retaining outstanding faculty, staff,
administrators, post-doctoral researchers, and undergraduate and graduate students.
Excellence requires development of new and improved academic programs that provide
educational opportunities linked to scholarship, including creative activity, basic and
applied research, and craft practice. Excellence requires developing partnerships with
businesses and industries and increasing extension, outreach and engagement with
communities to bring the University’s expertise to Alaskans throughout the state. UA
looks forward to working in partnership with all Alaskans to make this vision a reality.

Goals for Higher Education in the University of Alaska System
 Provide access to excellent postsecondary education at all levels for all Alaskans,
including those in remote communities and those from underserved populations.
 Promote collaboration among MAUs and campuses to create stronger programs to
serve Alaska.
 Develop Alaska’s workforce.
 Increase persistence and graduation rates of students.
 Educate students to become informed and responsible citizens of their communities,
the state, the nation, and the world.
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 Respect and contribute to the preservation of Alaska Native cultures, languages, and
values.
 Embrace the cultural diversity of Alaskans and promote understanding of others.
 Meet the demand for continuing education and lifelong learning, including both credit
and non-credit courses and other educational activities.
 Advance scholarship, research, and creative activity by faculty, students, and staff.
Address the particular needs and opportunities in Alaska for research, scholarship, and
creative activity.
 Engage communities and partner with businesses and industries to achieve a socially,
environmentally, and economically sustainable state.
Planning, Program Development, and Improvement
To reach these goals, new academic, research, outreach, engagement and service
programs must be developed to respond strategically to changing workforce needs, the
evolving role of Alaska in the U.S. and global economy, environmental and social
changes, and many other factors that will impact Alaska and Alaskans. Existing
programs must undergo continuous assessment and improvement to ensure that they
address current needs, and some programs will be phased out if they are no longer cost
effective in serving the needs of students and the state. UA universities have strategic
plans and additional, specific plans pertaining to units and programs. Communication
and collaborative planning are essential. Strategic plans must align with the direction set
for the University of Alaska by the President and Board of Regents.
Before significant resources are expended on new program development, the responsible
faculty and dean(s) will submit a pre-proposal to their provost, and the provost in turn
will present that pre-proposal to SAC. SAC will identify any similar programs at other
MAUs that need to be consulted, consider whether a joint or collaborative program might
better serve state needs, identify concerns that ought to be addressed in a full program
proposal consider theCriteria for New Program Development or Program
Augmentation, and recommend further program development, revision for
reconsideration, or no additional development. Recommendations shall be communicated
to all parties who developed the proposal.
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The universities will share information regarding state or federal initiatives2 for planning
and budget purposes and to ensure alignment of such initiatives throughout the system.
In some cases two or more universities can deliver much better programs than one
working alone. The universities have prepared collaborative plans in several important
areas, including health, distance education, workforce development, and teacher
preparation3. Further consultation and planning among the three universities, including
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"Initiatives" refers to requests for state or federal support through agency, legislature, or congressionally
directed funding. Sharing of information about competitive proposals is strongly encouraged.
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The following plans can be viewed at http://www.alaska.edu/swacad/sac.htm:
University of Alaska Statewide Academic Plan for Health Programs, University of Alaska Distance
Education Audit Response Plan, University of Alaska Workforce Development Priorities and Guidelines,
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their community campuses, will be beneficial for all new programs that may be
developed during the period covered by the Academic Master Plan. Current and
perceived future needs indicate that consultation and planning are especially required in
the areas discussed below. There is no intent to limit new program development to only
the areas listed. All final approvals shall be made through a recommendation by SAC to
the UA President.
Distance Education Programs
Distance education offers the opportunity to serve students who cannot attend face-toface programs, to serve students who prefer the distance format, and to increase
enrollments at each of the UA institutions. Therefore:
 SAC will inventory existing distance education programs, in order to identify
additional program needs, opportunities for collaboration, and any unneeded
duplication.
 There will be no duplication of distance programs, unless it is clearly demonstrated
that a distinct state need will be addressed or distinct student group will be served.
 Chancellors and provosts will direct and facilitate business deans and faculty to
collaborate in developing a proposal for one distance delivered MBA or executive
MBA for Alaska that meets the requirements for accreditation.
 All new distance offerings of existing degree and certificate programs must be
approved or disapproved by SAC. Factors to be considered in the SAC review
include those listed in the Criteria for New Program Development and Program
Augmentation section, plus impacts on existing face-to-face programs. Approval
by SAC applies to distance programs but does not apply to individual distance
courses.
Engineering Programs
UA has recently made substantial investments in engineering programs in response to
industry needs. The goal is that by 2012, UAA and UAF will produce 200 undergraduate
trained engineers annually.4
 Engineering degree programs will continue to be offered by UAA and UAF as
listed in the Academic Year 2010-2011 Catalog of each institution, except that
either institution may choose to discontinue a program based on the normal process
of Program Review if necessary.
 Appropriate levels of faculty, staff, and facilities need to be determined, in order to
continue to provide high quality education to the increased number of students
necessary to meet the goal of awarding 200 undergraduate engineering degrees
annually.
 UA universities need to demonstrate success in engineering programs before
expanding into new areas of engineering.
and University of Alaska Teacher Education Plan. The Teacher Education Plan will be posted when
available.
4
http://www.alaska.edu/swbir/budget/publications/redbook/FY09RedBookFullDocumentFinal.pdf
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 Before a MAU expands into new program or degree areas, a proposal will be
reviewed and approved by the President and Board of Regents. Facility
implications will be included in the proposal.
Teacher Preparation Programs
Because unfilled needs for well-prepared teachers exist in every region of Alaska,
replication of degree and certificate programs in education exists at all three universities
and is expected to continue. The state has especially great needs for teachers in remote
rural communities, for special education teachers, and for math and science teachers. The
UA Statewide Educator Preparation Planning Group has developed a plan for addressing
Alaska's needs. That plan includes four major goals, which are endorsed by SAC and
incorporated into this plan:
 Recruit and retain more students in education.
 Increase program access through multiple delivery methods.
 Enhance educator preparation programs in special education and in math and
science teaching.
 Conduct research to identify causes and propose solutions for education challenges
in Alaska and make periodic reports to the President and Board of Regents.
Health Education Programs
Educating Alaskans for the healthcare workforce has been a major focus of the
University of Alaska over the last decade, and investments in health academic programs
are a priority of the President and Board of Regents. The UA Academic Plan for Health
Programs outlines the future for over 70 health focused disciplines. The plan is being
implemented and refined through the Statewide Office for Academic Affairs and the
Office of the Vice Provost for Health Programs housed at UAA — the lead university for
coordinating health academic programs. The Statewide Office for Academic Affairs
shall continue to collaborate with UAA in providing strategic leadership for health
education programs, in consultation with campus leaders and deans and directors from
throughout the system. These degrees are among the most expensive the University
offers due to high faculty to student ratios and the need for specialized equipment.
Investments must be made carefully and in a planned way, in order to ensure both quality
and sustainability.
 An updated health academic plan or progress report will be produced annually. UA
planning will consider needs identified by the State of Alaska’s Workforce
Investment Board 2010 Alaska Health Workforce Development Plan, which
highlights the role of the University of Alaska in preparing Alaskans for jobs in 26
critical shortage occupations.
 The process used to develop and implement the plan will be maintained and
strengthened.
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Workforce Development Programs
The University of Alaska is the state’s most comprehensive source of workforce training
and career and technical education. Each of UA’s campuses play an important role in
preparing Alaskans for the workforce, a key part of the UA system’s community college
mission. UA meets the needs of employers and community partners by preparing today’s
students for high demand jobs and for the careers of tomorrow, including those in
healthcare, mining, construction, oil and gas development, engineering, and teacher
preparation. In our rapidly changing world, these careers will require advanced skills,
greater knowledge, and more flexibility than ever before. To fulfill this mission, the UA
system must:
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Support partnerships providing pre-college opportunities that connect youth with
career pathways leading to UA programs, to guarantee them preparation for
academic success and improved employability.
Increase the number of graduates with occupational endorsements, certificates,
and academic degrees that have prepared them for careers identified as vital to
developing a sustainable Alaskan economy.
Increase access to workforce and high demand programs by increasing the
flexibility of delivery options, including, but not limited to, on-line and distance
education.
Support faculty professional development focused on meeting current industry
standards and practices.
Expand partnerships with industry and communities in order to maximize the use
of public facilities for training, and to integrate education, training, research, and
experiential opportunities for students.
Provide credit- and non-credit offerings for professional development and lifelong
learning for those already in the workplace, but seeking to improve their skills and
opportunities.
Partner with state and federal agencies, employers, the Alaska Workforce
Investment Board, and other entities to anticipate workforce training needs in
alignment with the Alaska Career and Technical Education Plan.
Develop and support programs that meet current industry standards.
Avoid unnecessary duplication of and encourage increased collaboration between
workforce programs currently provided within the UA system or state-supported
regional training centers.
Strive to maximize the ability of students to transfer credit throughout the UA
system in workforce and technical preparation (Tech Prep) programs, including
programs of study that transition students from secondary education to the UA
campuses.
Report at least annually to the Board of Regents about progress in meeting UA
system responsibilities for workforce development and securing sustainable
funding for career and technical education for youth and adults.
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Internationalization
UA aims to maintain and expand opportunities for students to learn about cultures other
than their own and acquire international experience. Students will gain international
literacy through exchange and study abroad programs and through diverse and vibrant
campus communities that include international students and faculty. Special attention
will be given to the Arctic, Pacific Rim, and India. UA will:
 Continue to implement agreements with institutions and consortia, including the
University of the Arctic, to bring a varied group of international students to
Fairbanks.
 Increase efforts to recruit international students for programs with current
enrollments that are below capacity.
 Establish additional international 2+2 degree programs5.
 Foster research partnerships with agencies and universities in other countries.
 Promote faculty exchange, student exchange, and experiences abroad.
Biomedical Research Programs
Both UAA and UAF have made substantial investments in biomedical and health
research. Before further, substantial investments are made6, chancellors, provosts, and
vice chancellors or vice provosts for research will:
 Commit to ongoing collaboration and transparent discussions on the biomedical
and health research agenda at regular meetings of UA administrators.
 Consider the following goals in deciding on priorities for capital and operating
budget requests:
o Increased UA success in securing federal research grants and contracts.
o Effective and efficient use of capital and operating resources at UA.
o Potential for partnerships with business, industry, or nonprofit groups.
o Serving state needs, with consideration of Criteria for New Program
Development or Program Augmentation.
o Appropriateness of new programs or facilities, based on capacity and mission
of each MAU.
 Develop research program proposals with recommendations on which MAU7
should lead and house the programs.
Doctoral Programs
In order to avoid significant expenditures for development of new Ph.D. or professional
doctoral program proposals that the Board of Regents may not approve, approval of a
formal pre-proposal will be required before any significant resources are allocated to
development of a full proposal. The format of the pre-proposal, including the content and
the approval process, will be developed and approved or disapproved by SAC in
5
All international degree programs must comply with MAU and UA policies and regulations and with
NWCCU standards.
6
Nothing in this section is intended to supersede the statement concerning academic freedom on page 18.
7
In select cases MAUs may share leadership for a program or for components of a program.
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consultation with the President, Board of Regents’ Academic Affairs Committee Chair
and faculty governance. The approval process for a pre-proposal will include:
 Internal, preliminary approval per MAU guidelines.
 Determination by SAC whether or not the program will be more cost effective or
higher quality if offered jointly by two or more MAUs; if yes, an agreement to
collaborate on any program proposal will become part of the pre-proposal.
 Approval by SAC, based upon its assessment relative to the Criteria for New
Program Development and Program Augmentation, inasmuch as those can be
addressed without expending significant resources.
 Approval by the UA President and President’s Cabinet.
 Approval by the Academic and Student Affairs Committee of the Board of
Regents.
Ph.D. degrees may be awarded only by UAF, with the exception that the clinicalcommunity psychology Ph.D. will be awarded jointly by UAF and UAA when the joint
award is approved by NWCCU8. UA, UAF, and UAA will move forward in securing
NWCCU approval of the joint award. UAA may award professional doctorates in
education leadership and in nursing, provided these degree programs are approved by the
Board of Regents and NWCCU following approval of the Academic Master Plan.
New Professional Schools
In the future, if demand for new programs is documented and resources become
available, and with the recommendation of SAC, the approval of the President’s Cabinet,
and the recommendation of the President to the Board of Regents, UA may consider the
development of:
 Major new programs in the health sciences, including pharmacy, veterinary
medicine, or a medical school.
 A school of design.
 A school of law.
Method of Implementation
The AMP serves as a general guide, not a detailed plan. An annual progress report on
implementation of the plan will be made by the Vice President for Academic Affairs to
the President’s Cabinet.
SAC shall begin discussions on a new or amended plan in the spring of 2014. All areas of
the plan will be reviewed and reconsidered. A new or amended AMP will be submitted
to the Board of Regents by December 2015. A comprehensive report on the
implementation and assessment of the AMP shall be made to the Board of Regents by
8
A progress report on the PhD in Clinical-Community Psychology shall be made to the Academic and
Student Affairs Committee of the Board of Regents. It may be necessary and appropriate for the
Board of Regents to re-affirm their June 2005 approval of the degree as a fully joint degree.
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December 2015, prior to approval or disapproval of a successor plan or a decision on
extension of the existing AMP.
In all cases where a campus long-range plan or mission statement conflicts with the
Academic Master Plan in effect, the latter shall supersede the campus plan or mission
statement.
The implementation of the Academic Master Plan is the responsibility of the Statewide
Academic Council and the President’s Cabinet. Final approval rests with the UA
President, who shall recommend actions to the Board of Regents.
 The UA Board of Regents will develop a strategic plan based upon the Academic
Master Plan. The strategic plan shall consider emerging state needs, demographics,
projected available resources, and other factors as determined by the Board of
Regents.
 Provosts will conduct Program Review as mandated by Board of Regents’ Policy,
or more frequently if needed, and will monitor the needs and conditions of
academic programs. Programs that do not meet acceptable standards of quality,
efficiency, educational effectiveness, and contribution to MAU mission and goals
will be improved, suspended, or eliminated. A progress report shall be submitted to
the Academic and Student Affairs Committee once a year.
 The Statewide Academic Council will evaluate new, proposed academic programs
based upon the Criteria for New Program Development or Program
Augmentationin the Academic Master Plan and will forward recommendations
through the President to the Board of Regents, with approval or disapproval based
on those requirements and criteria. The criteria include but are not limited to
economies of scale, academic capacity and infrastructure, demonstrated faculty
expertise, enrollment demand, underserved populations, and availability of funding.
 The Statewide Academic Council, in consultation with the President’s Cabinet, will
evaluate proposed academic and research programs requiring investment of new
state appropriation dollars. Recommendations will be made to the Board of
Regents on priorities, as determined by the President, for annual funding requests.
 The Statewide Academic Council will evaluate proposed academic and research
programs for potential philanthropic support.
 The Board of Regents will review new academic program requests based on the
Academic Master Plan and recommendations of the President.
The UA goals will be addressed by the actions described in the following section.
Academic Goals and Actions
The University of Alaska has an opportunity to improve the lives of Alaskans through
education, research, and public service. The University is responsible for stewardship of
the resources provided by the state and accountable for its performance. Within that
broad set of responsibilities, the University is committed to the following goals and
actions.
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Goal: Provide access to excellent postsecondary education at all levels for all Alaskans,
including those in remote communities and those from underserved populations.
Actions:
 Plan to meet the needs of future students and Alaska’s employers by
examining demographic, economic, and other relevant trends that will help in
forecasting future enrollments.
 Make all reasonable efforts to offer Alaskans in other locations the
opportunity to benefit, if a program can be offered by only one or two of the
Universities. Employ distance delivery, articulation with two-year programs,
alternative schedules of offering and other approaches as needed.
 Continue to expand class schedules (such as weekend, evening, and early
morning) that accommodate working students.
 Increase opportunities for UA students to participate in regional, national, and
international exchange, partnership and collaborative programs.
 Enroll a diverse student body that reflects the population of Alaska.
 Reach out to middle and high schools to provide students and parents with
information on the advantages of post-secondary education, academic
preparation for college, financial aid options, and UA programs.
 Operate branch campuses and centers that provide classroom instruction in the
larger communities, unless community or tribal colleges outside of UA exist
to meet local needs.
 Provide accessible, student-centered distance education options for both rural
students and those whose life and work commitments make class attendance
difficult.
Goal: Promote collaboration among MAUs and campuses to create stronger programs to
serve Alaska.
Actions:
 Create tangible incentives for collaboration.
 Share credit for educational programs, research, and outreach or service
activities equitably.
 Consider opportunities for departments at different MAU’s to collaborate in a
partnership of equals.
 Promote and facilitate enrollment and transfer between UA campuses.
Goal: Develop Alaska’s workforce.
Actions:
 Provide and expand degree or certificate programs, occupational
endorsements, or workforce credentials that prepare Alaskans for high
demand jobs in Alaska.
 Continuously evaluate the workforce needs of Alaska.
 Streamline the program approval process to meet urgent workforce needs.
 Recruit additional students to high demand job area programs.
 Educate teachers to meet Alaska’s needs.
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Goal: Increase persistence and graduation rates of students.
Actions:
 Create a better environment for learning and student success.
 Deliver education that enables underprepared students to meet rigorous
academic standards.
 Provide initial course placement, and articulate developmental education
courses seamlessly with freshman-level courses.
 Work with the PK-12 education system in Alaska to increase the proportion of
high school graduates who intend to attend college and who are prepared for
college level work without developmental coursework.
 Develop accessible career pathways for PK-12 students, parents, and teachers,
to increase their understanding of the preparation needed to succeed in
postsecondary education and employment.
 Continue to support increased funding of the Alaska Commission on
Postsecondary Education for additional needs-based financial aid.
 Secure additional philanthropic support.
 In collaboration with PK-12 schools, provide students in PK-12 schools that
have few college-graduate parents with academic support and enrichment.
Provide targeted academic support to first generation university students,
securing and using resources available through TRiO and other similar
programs.
 Uphold the applicable BOR policy and regulation governing the transfer of
credit between and within the University of Alaska. Ensure that college-level
credits earned at any MAU, including those obtained online, will transfer to
another, and that those credits will meet degree program requirements to the
maximum extent that is consistent with academic standards and specialized
program accreditation.
Goal: Educate students to become informed and responsible citizens of their
communities, the state, the nation, and the world.
Actions:
 Provide the resources to develop students’ skills in writing, verbal
communication, and quantitative reasoning; improve students’ understanding
of the physical, biological, and social sciences, technology, social institutions,
and economic systems; and enhance students’ knowledge of and opportunity
to appreciate the arts and humanities, diverse cultures, and values.
 Increase opportunities for community-based, engaged learning, including
internships and service learning.
 Focus on developing leadership, management, and civic skills.
Goal: Respect and contribute to the preservation of Alaska Native cultures, languages,
and values.
Actions:
 Continue and expand efforts to record and preserve languages, traditions, and
knowledge of Alaska Native people.
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Continue and develop new programs of study of Alaska Native languages,
cultures, and communities.
Benefit from the knowledge and wisdom of Alaska Native elders in curricular
and co-curricular activities.
Goal: Embrace the cultural diversity of Alaskans and promote understanding of others.
Actions:
 Include a wide variety of cultures in the curriculum and co-curricular
activities.
 Recruit under-represented minority students in Alaska.
 Attract students from other states and internationally by providing excellent
faculty and quality programs.
 Recruit and support professional development of Alaska Native and other
minority faculty and staff.
Goal: Meet the demand for continuing education and lifelong learning, including both
credit and non-credit courses and other educational activities.
Actions:
 Recruit, advise, and serve non-traditional students with attention to their
differences from recent high school graduates.
 Provide courses scheduled to meet the needs of full-time employees, such as
evening, weekend, and compressed formats.
 Offer high quality non-credit courses to meet community and workforce needs
for information and skills.
Goal: Advance scholarship, research, and creative activity by faculty, students, and staff.
Address the particular needs and opportunities in Alaska for research, scholarship, and
creative activity.
Actions:
 Engage and involve both undergraduate and graduate students in research.
 Provide faculty with time and opportunities to engage in research, scholarship,
or creative activity appropriate to their position and the mission of their
institution.
 Improve the infrastructure needed for research, including personnel, facilities,
and equipment.
 Improve access to library resources, including online databases, for faculty,
staff and students statewide.
 Diversify sources of research support, including greater state support for those
research areas that directly benefit the state, corporate and industry support,
and philanthropic support.
 Prepare to compete effectively through awareness of trends in federal funding
by discipline, targeted recruiting of faculty with strong research capabilities,
and judicious use of start-up funding to foster new research directions.
 Focus organized research on areas in which special opportunities exist in
Alaska, the circumpolar North, and the Pacific Rim.
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Develop research collaborations with other northern and Pacific Rim nations.
Goal: Engage communities and partner with businesses and industries to create a
socially, environmentally, and economically sustainable state.
Actions:
 Increase the number of donors, with a focus on engaging alumni.
 Create solutions to social, economic, and environmental problems through
research.
 Partner with businesses, industry, Native corporations, communities, and other
entities to conduct applied research to meet specific needs.
 Provide research based information to communities, through formal extension
programs and a variety of other means.
 Increase externally funded research to provide direct and indirect economic
benefits to Alaska and to UA, through business and intellectual property
development.
 Partner with businesses and industry to develop marketable products and
services.
Criteria for New Program Development or Program Augmentation
The criteria in this section have been developed to assist and guide the MAUs, SAC,
President’s Cabinet, and the Board of Regents. The criteria will inform decisions on
whether to implement proposed new programs, significantly augment existing programs,
or establish joint or collaborative programs. The criteria are designed to best meet the
institutions’ missions, while optimizing the use of existing resources, limiting
unnecessary duplication of efforts, and leveraging new resources to achieve program
goals.
Mandatory Criteria for All New or Significantly Augmented Programs
New and significantly augmented programs will be established based on consideration of
the following criteria, all of which must be met.
 The proposed program aligns with the UA and the proposing MAU's mission and
strategic and academic plans.
 Either the same or a similar program does not exist at another location within UA, or a
sufficient justification, based on the additional criteria described in the next section,
for replicating the program is provided.
 The education, research, or outreach, engagement, and/or service activities will
provide meaningful benefit to UA’s students, faculty, or staff; the state; or
communities.
 For instructional programs, documented and verified student demand for the program
exists or will exist appropriate to the program’s designed capacity.
 The education, research, or outreach, engagement, or service program will be capable
of achieving success based on criteria customarily used by UA and other universities
nationally.
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 If augmentation of an existing program is proposed, the program is successful, based
on the criteria normally used by UA to assess comparable programs and criteria used
by institutions nationally.
 Graduate degree programs that require a thesis or dissertation will require a faculty
with relevant experience, activity, and accomplishments in research or creative
activity.
 There will be no duplication of doctoral programs within UA.
 Ph.D. degrees may be awarded only by UAF, with the exception that the clinicalcommunity psychology Ph.D. will be awarded jointly by UAF and UAA when the
joint award is approved by NWCCU9.
 UAA may award professional doctorates in education leadership and in nursing.
 An outreach, engagement, or service program will primarily serve the region of the
proposing MAU, except that UAF has particular statewide responsibilities mandated
by its Land Grant, Sea Grant, and Space Grant status, and any of the MAUs may
demonstrate that it has special expertise that is needed outside its region.
 Sufficient resources, including but not limited to faculty, facilities, equipment, library
materials, and related academic programs, will be available to provide and support a
quality program. Note: Sufficiency of resources can be demonstrated through any
combination of the following:
o
There is little10 or no cost to augment the existing resources to the required level
for a quality program.
o
The MAU identifies an internal resource reallocation to provide the required level
for a quality program.
o
The program is capable of self-support via tuition and fee revenue.
o
A budget request has been made to achieve the required resource level for a
quality program, and that request is a high priority of both the MAU and the UA
Board of Regents.
o
The program has or will have external funding. However, if the external funding
will not continue indefinitely, a financial sustainability plan must be provided.
Endowments may provide a potential mechanism for sustained funding.
o
For research programs, a research group has demonstrated capability to acquire
and sustain sufficient extramural support needed to maintain and expand the
program.
Additional Criteria for Instructional Programs
Not all of these criteria must be met, but a new or significantly augmented program must
have at least one strong justification based on the following:
 Employer demand for program graduates exists in the state and nationally.
 There are non-employment related needs for the program, including those of families
and communities.
9
It may be necessary and appropriate for the Board of Regents to re-affirm their June 2005 approval of the
degree as a fully joint degree. UA, UAF, and UAA will move forward in securing NWCCU approval of
the joint award.
10
Approximately $50,000 or less.
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 Substantial demand from place-committed students exists, if the program will be
delivered by a community campus or via distance, or if the program already exists
within UA.
 The program is commonly offered by peer institutions outside Alaska, and its
availability will motivate more students to remain in Alaska for postsecondary
education.
 Collaborative programs can be used to meet substantial demand for high-cost
programs, if collaboration improves cost-effectiveness.
Additional Criteria for Organized Research Programs
Not all of these criteria must be met, but a new or significantly augmented program must
have at least one strong justification based on the following:
 The research will contribute information, technology, or training needed by the state.
 There is substantial, documented demand for related degree programs among
baccalaureate and graduate degree-seeking students or prospective students.
 The research program has potential to achieve national or international prominence11.
 The research program has potential to generate a high ratio of external research
funding/state dollars invested.
 The research program has potential for development of patentable technology or other
intellectual property.
The freedom to pursue scholarship, including research and creative activity, is
fundamental, and nothing in this plan is intended to limit that freedom. As a state-funded
institution, however, UA must strive to meet the state’s academic research needs in the
most effective and efficient way possible. Therefore, criteria are required to guide the
development of organized research programs undertaken with investments of designated
general fund monies or provision of other substantial resources, such as space,
equipment, and general fund support of workload.
Additional Criteria for Outreach, Engagement, and Service Programs
Not all of these criteria must be met, but a new or significantly augmented program must
have at least one strong justification based on the following:
 The outreach, engagement, or service program will contribute to the state’s economic
development.
 The outreach, engagement, or service program will promote community resilience and
sustainability.
 The outreach, engagement, or service program will foster positive youth development.
 The outreach, engagement, or service program will improve Alaskans’ health.
11
National or international prominence as assessed by the criteria normally applying to a particular
research area, which in the sciences and engineering normally include frequent articles by faculty, graduate
students and staff in leading refereed publications and regular citation of the research articles published.
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Credit for Program Execution
Each MAU and campus should receive credit for their contributions to programs and
there should be incentives for collaboration. “Credit” includes all applicable UA metrics.
It also includes appropriate recognition of cooperating units in internal publications
(catalogs, course schedules, promotional materials) and public relations releases. If an
academic, research, or outreach program is shared between MAUs, procedures for
apportioning performance metrics should be included in the proposal at the time the
program is submitted for approval. If no procedures exist (as for already-established
programs), they should be negotiated by the MAUs and campuses involved, with
approval of all administrators having responsibility for the program. The Statewide
Academic Council shall establish a process and guidelines for apportionment of credit.
The process and guidelines must be approved by the President’s Cabinet for systemwide
programs or programs involving two MAUs.
Assessment
UA and UAA, UAF, and UAS will regularly assess performance in achieving the goals
and effectively carrying out the actions described above. Certain assessments are
conducted and reported because of laws or regulations of the state or UA policies. These
assessments and reports are listed below, and are more fully described or are posted at the
referenced websites.
UAA, UAF, and UAS will develop additional objectives and implement assessments in
response to the standards for accreditation of the Northwest Commission on Colleges and
Universities (NWCCU) and specialized accrediting organizations. All institutional
accreditation documents and reports will be made available to the President’s Cabinet and
the Board of Regents. To the extent required by NWCCU, objectives established and
assessments conducted for accreditation purposes will be made public.
Performance Measures (reported annually):
First-time Full-time Freshman Retention
Number of High Demand Job Degree and Certificate Awards
Student Credit Hour (SCH) Production
Grant-funded Research Expenditures
University Generated Revenue
Non-credit Instructional Productivity
Academic Program Outcome Assessment
Strategic Enrollment Management Planning
Graduation Data: numbers of graduates, graduation rate, time-to-degree, cost of
attendance
Other Required Reports:
List of certificate and degree programs (annual)
List of separately accredited certificate and degree programs (annual)
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Alaska’s University for Alaska’s Schools (annual)
Alaska Budget System (ABS) Report (annual)
UA in Review (annual)
Legislative Performance Measure Reporting (Missions and Measures Report)
(annual)
Program Review
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APPENDIX A: Alaska and its University
Alaska is the last frontier of the United States, and its university system faces unique
opportunities and challenges. Alaska is, by far, the largest and most sparsely populated
state in the nation; 640,000 Alaskans occupy 570,374 square miles. The state extends
2,400 miles from east to west and 1,420 miles from north to south, similar to the
geographic span of the entire continental U.S. Many of Alaska's communities are not
connected to the rest of the state by roads. Much of the state lacks broadband internet
connectivity, and some households do not have access to community utilities. The vast
distances, small population, and limited transportation and communications infrastructure
make it a challenge for the University of Alaska to serve all Alaskans equitably. Yet,
Alaska offers countless opportunities for discovery and innovation in education, research
or creative activity, and collaboration with its diverse communities.
The University of Alaska system consists of the University of Alaska (UA) statewide
administration and three separately accredited universities, the University of Alaska
Anchorage (UAA), the University of Alaska Fairbanks (UAF), and the University of
Alaska Southeast (UAS). Each of the universities includes community campuses, and
UAA incorporates the separately accredited Prince William Sound Community College
(PWSCC). The University of Alaska serves Alaskans through a total of 17 campuses,
spanning the state from Ketchikan to Kotzebue, and delivers services to many remote
communities. The university helps the state provide stewardship for its rich resources,
sensitive environment, and indigenous cultures, and plays a key role in shaping Alaska’s
future.
Much of UA’s strength comes from its unique setting. UA programs have grown and
gained international recognition while fulfilling specific needs in Alaska. In fields like
engineering, biology, Alaska Native studies, and ocean and earth sciences, the state itself
is a natural laboratory and classroom. UAA, UAF, and UAS all include units that focus
on serving the workforce development and educational needs of communities and the
state, through place-based and distance delivery. Each university delivers a range of
baccalaureate and master’s degree programs that serve their regions of the state and meet
statewide needs. Scholarship and creative activity are vital to the University of Alaska.
UA serves Alaska communities in a wide variety of ways, for example, providing
lifelong learning opportunities, promoting economic development, and offering
performances and exhibitions in the arts.
UA and its constituent institutions must plan for the future in order to enhance their
resilience and capacity to adapt to change. Future challenges to UA and the state include
low and declining numbers of recent high school graduates who immediately enroll in
college. Over the next decade, Alaska will have decreasing numbers of high school
graduates and fewer traditional-age freshmen. Also, without concerted corrective action,
low high school graduation rates, and a very low proportion (28%) of graduates enrolling
in college by age 1912, will continue. UA, in conjunction with the PK-12 systems, must
“Measuring Up: The National Report Card on Higher Education, 2008.” National Center for Public
Policy and Higher Education.
12
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plan and implement strategies to increase the proportion of teens graduating from high
school and attending college.
Alaska’s overall population is growing slowly, 1.0% per year for 2000-2008. Net
population changes vary for different regions. Anchorage (1.1%), the Matanuska-Susitna
Borough (4.0%), the Kenai Peninsula (0.8%), and Fairbanks (1.0%) are growing, while
the populations of the Southeast, Southwest, and Northern regions are constant or
decreasing. For 2000-2008 only the Matsu Borough had a significant increase (over
17,000) due to net in-migration. In other areas, any changes were due to the net effects of
births and deaths, often coupled with substantial out-migration.13 These demographic
trends predict a decline in the traditional-age UA student population. Only 27% of
Alaskans aged 25 to 64 have a bachelor’s degree or higher.14 UA must continue to devise
programs and delivery methods that will attract and serve this large population of
potential students.
Alaska has the lowest baccalaureate degree completion rate, within six years, for firsttime, full-time baccalaureate-seeking freshmen of any state.14 If this performance does
not change, the next generation of Alaskans will be less well-educated than the current
one. UA needs to develop and implement programs to increase timely graduation rates,
including financial aid, advising, and academic support. Nationally, the three most
successful approaches to increasing student retention and graduation rates for degree
seeking first time freshmen are first-year experience courses, learning communities, and
student engagement programs such as undergraduate research and community-based
learning.15 UA will also need to consider initiatives to meet the special needs of Alaska's
population, including increased collaboration with PK-12 and support for lifelong
learners and non-traditional students. Alaska currently lacks an adequate need-based
financial aid program, and that problem is compounded by the fact that there is no low
cost community college system; community campus tuition rates are the same as those at
the baccalaureate-granting campuses.
The next decade will bring major changes in Alaska’s economy, including a transition
from petroleum to natural gas as the major resource extraction industry, and a likely state
income decrease as oil production declines before gas production increases or other
revenue generating projects become significant. However, Alaska’s economy will
remain based upon resource extraction, and such an economy yields dramatically
different household incomes and tax revenues in different communities and regions of the
state. In conjunction with the state, UA needs to consider how regional differences in the
funding and cost of PK-12 education affect student preparation for college, and whether
changes are needed to improve access to higher education across the state. As
globalization of the economy continues, Alaska’s businesses and industries will need to
13
http://laborstats.alaska.gov, Population and Census link.
“Measuring Up: The National Report Card on Higher Education, 2008.” National Center for Public
Policy and Higher Education.
http://measuringup2008.highereducation.org/states/report_cards/index.php?state=AK
15
Kuh, George D. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them,
and Why They Matter. Association of American Colleges and Universities. 44 pp.
14
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adapt to remain competitive. As the economy changes, workforce needs will change, and
UA programs must change as needed to supply that workforce.
There are larger issues that impact the university, but also have much broader effects.
For example, high energy costs, and in remote locations, low energy availability, threaten
the viability of many Alaska communities. Limited transportation and communication
infrastructure not only limit Alaskans’ access to higher education, they limit access to
economic opportunity as well. The state is faced with questions concerning impacts of
exploiting non-renewable resources, such as minerals and petroleum, on sustainable
resources such as forests, wildlife, and fisheries. The state is subject to serious natural
hazards, including earthquakes, volcanic eruptions, tsunamis, floods, and severe weather,
which create special requirements for monitoring and prediction, as well as requiring
appropriate design of infrastructure. University-based research is crucial to help the state
make wise decisions about its future.
The Earth’s climate is subject to both natural and human-caused changes, which can be
particularly large in circumpolar regions. Climate research must be interdisciplinary,
linking changes in the atmosphere, oceans, and sea ice to changes in ecosystems and the
human communities that depend on them. Predicted climate changes and ocean
acidification over the next several decades could affect subsistence and commerciallyharvested natural resources, including forests, fish, and wildlife. Beyond ecological
changes, climate change can cause major effects on landscapes and infrastructure. For
example, drier climate leads to increased wildfires and attendant threats to rural and
suburban communities. Melting permafrost can damage roads, airfields, and buildings.
Decreasing sea ice leads to open water and storm wave-driven coastal erosion in winter.
UA climate research is extensive, ranging from field observations and experiments across
the Arctic to predictions of future changes using mathematical models. UA research is
leading to better understanding of the environmental changes and their effects, which will
enable forecasting of and adaptation to the new conditions.
Health-related issues also impact all Alaskans, but have particular implications for
university research and teaching programs that are aimed at understanding and
ameliorating health disparities and educating practitioners to serve Alaskans throughout
the state. Alaska has 1.1 persons per square mile, more than 70 times less than the U.S.
average, and healthcare access remains very limited for many rural residents. Alaska has
among the lowest number of healthcare providers per capita of any state, and Alaskans
need educational programs to qualify them for thousands of present and future jobs. Like
most other regions of the U.S., Alaska’s leading causes of death and disability are chronic
diseases such as heart disease, stroke and diabetes. As Alaska’s currently young
population ages, such diseases will become increasingly prevalent, creating greater
demands on its healthcare systems. However, Alaska has special health challenges as
well. Alaska has high rates of accidental death, suicide, child maltreatment, alcohol
abuse and violence, and the highest documented rate of fetal alcohol syndrome in the
nation. Alaska Natives have health disparities compared with other Alaskans on most
major health indicators, and hepatitis, tuberculosis, pneumonias, and Helicobacter are
major public health concerns. The environment, including extreme seasonality, cold, air
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quality, and persistent organic pollutants transported from other regions, creates
additional health challenges for Alaskans.16
Enrollment in healthcare academic programs and participants in health training programs
together grew 102 percent between FY2000 and FY2009. The University of Alaska is
currently producing approximately 1,200 certificates and degrees each year. Despite the
university’s increased production of a skilled workforce, healthcare employment
continues to be the fastest growing job sector of the Alaska economy, with jobs at every
level of education and in urban and rural communities. Between 2000 and 2008
healthcare employment increased 46 percent, about three times as fast as all other sectors
of the economy. This trend is expected to continue into the next decade. Currently, 11 of
the top 15 fastest growing jobs in Alaska are in the healthcare sector. In 2007, the SAC
adopted the Academic Plan for Health Programs, the first UA discipline-focused
academic plan. The plan outlines a UA-wide systemic future for over 70 health-focused
disciplines. The plan is being implemented and refined by the Office of the Vice Provost
for Health Programs housed at UAA — the lead university for health academic programs.
The university has developed research programs to assist the state in meeting its
challenges and opportunities for development. However, the number and scope of
research programs are not sufficient to meet the needs. In addition, most UA research is
federally funded, and while federal research priorities align with those of Alaska in many
cases, in others they are very different. The university needs to secure and direct state
resources to the highest priority challenges and opportunities facing Alaska. In some
instances, applied research and partnerships with industry can provide both targeted
solutions and potential income to UA.
The University of Alaska system is a major economic force throughout the state, as
documented in a recent report by the McDowell Group17. The University of Alaska's
annual economic impact in the state is nearly $1 billion including direct and indirect
payroll, student and visitor spending, and millions in goods and services paid to 1,200
Alaska businesses in over 70 Alaska communities. More than 15,100 jobs are directly
(8,000) and indirectly (7,100) linked to UA. Alaska’s investment in the university returns
over $3 in total economic activity for every $1 from the state. The return for investments
in research is even greater: $7.60 for every $1 in state funding.18 In addition, UA
graduates tend to remain in Alaska, and collectively they earn about $2 billion annually.
There are less tangible but nonetheless vital effects of UA campuses in communities,
ranging from engagement with PK-12 schools to athletic competitions, theatrical and
musical performances, art exhibitions, and other cultural events. The two-thirds of UA
graduates who remain in Alaska fill many of the leadership positions in business,
government, education, and community service. UA campuses are at the heart of the
“Improving the Health Status of Alaskans: University of Alaska’s Role”
http://www.alaska.edu/health/downloads/HealthStatusAlaskans.pdf
17
The McDowell Group. The Economic Impact of the University of Alaska, 2007 Update.
http://www.alaska.edu/opa/downloads/McDowell-2008-EconomicImpact.pdf.
18
Goldsmith, Scott. 2007. University of Alaska Research: An Economic Enterprise. Institute of Social and
Economic Research, University of Alaska Anchorage.
16
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communities and regions they serve, and loss or reduction of a campus can have farreaching economic and social impacts. Conversely, strengthening the university has
multiple benefits for the communities it serves and for Alaska as a whole.
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APPENDIX B: Charge
Academic Master Plan (AMP) Charge
(Agreement reached by Statewide Academic Council (SAC), Research Advisory Council
(RAC), and Faculty Alliance on November 20, 2008)
I. Purpose
The SAC/RAC of the University of Alaska is charged with developing an academic
master plan (AMP) that will provide a strategic vision for the continuing development
of the University of Alaska’s academic programs. The plan will guide decisions that
enhance collaboration between MAUs, build on the intellectual capital of the faculty
and staff at each MAU, and provide expanding opportunities for students. The plan is a
document that will enhance the University’s strategic management of both public and
private resources.
II. Rationale
The University of Alaska has expanded significantly in the past 10 years. Many new
programs have been developed at each MAU; a significant number of cross-MAU
programs collaborations also exist. There are numerous challenges to the development
of additional academic programs in the state: large geographic areas, relatively small
numbers of students, limited access to community resources that would support some
programs, limited funding, and inability of student populations to commute from one
campus to another. It is in the best interest of the University, its faculty and students,
and the state to develop a mechanism for making decisions regarding the development
and location of current/future academic programs and spending wisely the resources
that are apportioned to the university. In addition, the plan will provide an integrated
academic vision, based on academic capacity, to define the respective roles of the three
university’s and Community and Branch campuses. Lastly, the AMP will be used to
assign current/future resources which reflect programmatic needs.
III. Plan for Development
A. Process
• SAC and RAC will meet jointly for purposes of developing the AMP.
• SAC /RAC will collaborate with faculty alliance, and faculty alliance will
collaborate with each faculty senate to provide input to SAC during
development.
• The process of developing the AMP will be open, collaborative, transparent and
inclusive.
• All ideas and proposals brought to SAC/RAC through the Faculty Alliance or
other councils and committees will be considered.
• Existing resource materials will be utilized in development of the AMP. Those
resources include, but are not limited to, mission statements; vision
statements, strategic plans, and academic plans that already exist at each
MAU.
• SAC/RAC will seek guidance and input from other SW councils and other
MAU committees and councils as appropriate.
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• Additional ad hoc committees may be convened by SAC/RAC in the interest of
efficiency as development of the AMP proceeds.
• Final approval of the AMP will be by consensus of the SAC/RAC. Faculty
Alliance representatives to SAC/RAC will be voting members of the
committee for development and approval of the AMP.
• The final plan will be presented to each faculty senate for their consideration
prior to being forwarded by SAC to the President’s Cabinet and Board of
Regents.
B. Time line19
• Dec 15: Charge approved by Faculty Alliance, SAC/RAC, VP for Academic
Affairs
• Dec 15 – Mar 31: SAC/RAC meets to develop plan. Meetings will be held
frequently (every 2 weeks), ad hoc committees may be formed, additional
input from SW Councils and Faculty Senates will be sought
• Mar 31: Draft AMP will be presented to all three Faculty Senates
• April : Faculty senates will respond through their formal representatives to
SAC/RAC
• May 1: Final changes will be presented to all three Faculty Senates and Faculty
Alliance for their consideration.
• May 15: AMP presented to President’s Cabinet
• June 1: AMP presented to BOR
IV. Expected Outcomes
• Clear and attainable goals for higher education in the state.
• Strategies for achieving those goals that may include assigning formal
responsibility and authority to respective MAUs.
• Specific criteria that guide decisions regarding placement of programs at a
particular MAU. Those criteria should include, but are not limited to,
economies of scale, academic capacity and infrastructure, demonstrated
faculty expertise, enrollment demand, and availability of funding.
• Broad academic direction for future generations of students, faculty and staff,
which will result in the effective use of resources, service to the state,
excellent academic programs and educational opportunity
• An integrated academic vision and implementation strategy for the investment
and management of public and private resources
• A plan which provides direction for future leaders of UA and the BOR for the
assignment of programmatic resources
19
The timeline has been revised. See Appendix C.
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1003
1004
APPENDIX C: AMP Revised Schedule, March 2010 through December 2010
1005
March 5, 2010
Draft to Stakeholder groups (Senates, etc.)
1006
March 25, 2010
SAC meeting to discuss initial feedback on the plan
1007
1008
April 1, 2010
Revised timeline for discussion given to Stakeholder groups
(Senates, etc.)
1009
1010
April 15, 2010
MAU Senates and administrative constituencies discuss the
Academic Master Plan
1011
1012
April 15, 2010
Target date for feedback from non-Senate stakeholder groups to
Provost Henrichs, with a copy to SAC
1013
1014
April 19, 2010
Provost Henrichs sends revised draft to SAC (this is a working
draft, not a draft for distribution)
1015
1016
April 22, 2010
SAC Meeting (at this meeting SAC will endeavor to produce a
revised draft for distribution)
1017
1018
1019
May 3-7, 2010
Last MAU Senate meetings of the academic year; each Senate will
endeavor to pass motions on the AMP. Motions and back-up
information will be forwarded to the Faculty Alliance and SAC
1020
1021
May 14, 2010
Last Faculty Alliance meeting; target date for Alliance feedback on
the plan given to SAC
1022
1023
May 17, 2010
Provost Henrichs provides updated draft to SAC (this is a working
draft, not a draft for distribution)
1024
1025
May 20, 2010
SAC Meeting (at this meeting SAC will endeavor to produce a
revised draft for distribution to Stakeholders and BOR)
1026
June 2010
Draft given to BOR
1027
1028
September 2010
Feedback given by BOR to SAC and discussed with various
stakeholder groups
1029
October 2010
BOR feedback discussed at SAC and with stakeholder groups
1030
1031
1032
October 27, 2010
President’s Cabinet discusses, reviews, and possibly amends plan
prior to forwarding plan to the BOR. SAC should be notified of
amendments. The AMP will be sent to UA senates for final review.
1033
1034
1035
1036
Any senate comments must be received prior to the December
meeting of the Board of Regents.
December 2010
Plan presented to the BOR
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1038
1039
1040
1041
1042
1043
APPENDIX D: Definitions and Explanations
1044
1045
1046
1047
Articulate [Developmental Education]: Align the academic content and standards of
Developmental courses with those of freshman courses, so that students
successfully completing the highest Developmental course will be prepared to
succeed in the related freshman course(s).
1048
1049
1050
1051
Articulation [of a two-year program to a baccalaureate degree program]: The
requirements of the two-year and baccalaureate program are established
collaboratively, so that all or nearly all of the two-year program degree
requirements also fulfill requirements of the baccalaureate program.
1052
1053
1054
Capacity [in the context of new resources]: Number of students or researchers that can be
accommodated by an existing academic or research program, considering the
operating funds and facilities available.
1055
1056
Collaboration or Collaborate: In the UA context, collaboration means two or more MAUs
working together to meet UA objectives.
1057
1058
Course Placement: Assignment of a student to an entry-level course based upon
standardized test scores.
1059
1060
Creative Activity: Effort that yields an original work or performance of fine or applied
art, music, theatre (including playwriting, acting and stagecraft), fiction, or poetry.
1061
1062
Craft Practice: The special skills and knowledge necessary to successful performance of
an art, trade, or profession.
1063
1064
1065
Demonstrate Success [with reference to engineering programs]: Meet established goals
for numbers of engineering graduates and maintain ABET accreditation of
currently accredited programs.
1066
1067
1068
Developmental Education: Courses in mathematics, English, reading, and study skills
that are not at college level, and are intended to prepare students to successfully
complete college-level courses.
1069
1070
1071
Diverse: Diversity refers to the variety of differences between people in an organization.
Diversity encompasses race, gender, ethnic group, age, education, income, social
background and more.
1072
1073
1074
Duplication [relative to distance programs and workforce programs]: Programs will be
considered duplicative if they compete for the same, or nearly the same, group of
students.
1075
1076
Duplication [relative to doctoral programs]: Programs will be considered duplicative if
they recruit faculty and students with the same or very similar qualifications, such
2 + 2 Degree Programs: College or university degree programs in which about two years
of the program are completed at one institution, and the remaining, upper division
requirements are completed at another institution. As used in this document, the
first two years are completed at a university outside the United States, and the
remaining requirements are completed at a UA institution.
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that they would compete for faculty and students. In addition, doctoral programs
will be considered duplicative if faculty research programs depend on the same
funding sources such that they will be in competition for the same funds.
Sameness of funding sources is not considered at the agency level (e.g., NSF or
NIH) nor at the level of major programs (e.g., Geosciences Directorate at NSF or
NIDDK (National Institute of Diabetes and Digestive and Kidney Diseases) at
NIH), but rather at the level where proposals would be considered by the same
program directors and/or panels.
1085
1086
1087
Employer Demand: Need for employees with specified educational or workforce
credentials, as determined by objective information such as Alaska or US
Department of Labor statistics, or rigorously conducted employer surveys.
1088
1089
1090
1091
Engagement: Collaborations between institutions of higher education and individuals,
organizations, and institutions in their larger communities (local, regional/state,
national, global) for the mutually beneficial exchange of knowledge and resources
in a context of partnership and reciprocity.
1092
Exceptions: Actions that are not in accordance with established rules.
1093
1094
1095
Joint [degrees]: Joint degrees are conferred by two or more universities, which share the
responsibility for program delivery and, therefore, share the credit for program
completion.
1096
1097
1098
1099
Mission: The purpose of an organization, in this case, of a university or campus. The
mission of each MAU is expressed in a Board-approved mission statement and
elaborated by the themes and objectives developed during the process of selfstudy leading to accreditation.
1100
1101
1102
1103
1104
1105
New or Significantly Augmented Program: A new program is one that has not previously
been offered by the MAU proposing it. A significantly augmented program is one
that is requesting or receiving substantial (see definition below) new general fund
dollars from UA or the State of Alaska, either operating or capital funds.
Augmentation by internal reallocation within a MAU is not within the purview of
this document, except where specifically addressed.
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
Organized Research [versus individual research]: Organized research receives
considerable institutional general-fund financial support, above and beyond the
salary for the faculty member who conducts the research, facilities normally
provided to faculty in the faculty member’s field, and basic business operations
such as financial services and purchasing. “Above and beyond” resources include
specialized staff to provide pre- and post-award services, technical support staff,
and enhanced facilities. Individual research normally does not receive direct,
state appropriation financial support beyond the faculty member’s salary,
although it may receive considerable external funding and in that case will receive
institutional services and the use of facilities funded by indirect cost recovery.
1116
1117
1118
1119
Outreach: Refers to the many ways in which the University of Alaska extends its
resources for the welfare of groups of people, ranging from local communities
and tribes to global in size. It involves organizational units or departments of the
university and raising the public profile of the university as a whole. In outreach,
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there is the development, integration, transmission, application, and preservation
of knowledge. The resources and facilities of the university are made available to
external organizations and groups to address pressing problems and issues of
concern to the community.
1124
1125
Persistence: The proportion of students who, after enrolling for at least one credit during
a given fiscal year, also enroll for at least one credit during the next fiscal year.
1126
Research: The generation of new knowledge or insight.
1127
Research program: See Organized versus Individual Research.
1128
1129
Scholarship or Scholarly Activity: Faculty work carried out to maintain currency of
expertise.
1130
1131
1132
Service: Faculty professional work dedicated to the betterment of an MAU, UA, or
educational institutions more generally, an academic field, communities, other
organizations, or people individually or collectively.
1133
1134
Significant [expenditures or resources]: More than $50,00020 total, even if expended in
more than one fiscal year.
1135
1136
Special Expertise [of an MAU]: Faculty or staff group with knowledge or skills that do
not exist elsewhere in the university system.
1137
1138
Strategic Plan: An organization’s definition of its direction and decisions on allocating its
resources, including its capital and people, to pursue this direction.21
1139
1140
1141
1142
1143
1144
1145
1146
1147
1148
1149
1150
1151
1152
1153
1154
1155
1156
Substantial: Of consequence or importance. Substantial [financial] resources or
expenditures are those exceeding $200,00022 per year.
Substantial [student] demand for an academic program is evidence that
sufficient new, qualified students will enroll each year to yield (after an initial
period similar to the time required to earn the degree or certificate) a total
headcount of majors that is equal to the minimal headcount specified in the
program proposal. The minimal headcount of majors will (a) provide enough
tuition revenue to cover program costs above those that will be covered by other
revenue sources specified, and (b) be at least equal to the average enrollment of
existing programs of a similar type. Further, new degree or certificate programs
will normally not be approved if projected enrollments fall below the number
guidelines below. Exceptions may be made in unusual circumstances, such as
critical community needs for workforce training.
20
2010 dollars.
The Academic Master Plan is not a strategic plan. It does not, for the most part, set specific directions
for UA, nor does it allocate resources. Rather, it provides a framework and process that will enable these
decisions.
22
2010 dollars.
21
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Program Type
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Total Majors Headcount
Guideline
Undergraduate Certificate*
15
AAS Degree
30
Baccalaureate Degree
30
Graduate Certificate**
15
Master’s Degree**
30
Doctoral Degree**
15
*If a Certificate uses the same courses as an AAS, then aggregate projected
enrollment of 30 students may be sufficient.
**Since interrelated graduate programs share faculty, courses, and other
resources, if a unit demonstrates aggregate projected enrollment for related
graduate programs of 30 students, that may be sufficient.
Underserved Population: A group whose members participate in higher education in a
smaller proportion than the average for U.S. (or Alaska) residents of the same age.
Alaska Native people and rural residents are among the underserved populations
in Alaska. Low-income people and most racial and ethnic minorities (including
Blacks, Hispanics, and American Indians) are underserved in the U.S. as a whole.
1168
1169
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1172
1173
1174
1175
1176
1177
1178
1179
1180
1181
1182
1183
1184
1185
1186
1187
1188
1189
1190
1191
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APPENDIX E: Participants
Membership of the Statewide Academic Council, 2008-2010
Daniel Julius, Vice President for Academic Affairs and Research, UA Statewide System
(Chair) (AY 07-08 to present)
Jonathan Anderson, Faculty Alliance Representative to SAC for UAS (AY 10-11)
Richard Caulfield, Provost, UAS (AY 10-11 to present)
Jon Dehn, President-Elect (AY 08-09) and President of the Faculty Senate, UAF (AY
09-10 and AY 10-11); Chair of the Faculty Alliance (AY 09-10)
Michael Driscoll, Provost, UAA (AY 06-07 to present)
Jill Dumesnil, Chair of the Faculty Alliance, President of the Faculty Senate, UAS (AY
08-09)
James Everett, Vice Provost and Interim Provost, UAS (AY 08-09)
Susan Henrichs, Provost and Executive Vice Chancellor for Academic Affairs, UAF
(AY07-08 to present)
Bogdan Hoanca, Chair of the Faculty Alliance and President of the Faculty Senate, UAA
(AY 07-08)
Shirish Patil, Research Advisory Council Faculty Representative to SAC (AY 08-09)
John Petraitis, Faculty Alliance Representative to SAC for UAA (AY 09-10
and AY 10-11)
Virgil Sharpton, Vice-Chancellor for Research, UAF (AY 06-07 to AY 09-10)
Roberta Stell, Provost, UAS (AY 09-10)
Robert White, Vice-Provost for Research and Dean of the Graduate School, UAA (AY
08-09 to present)
Other Participants in Academic Master Plan Development
Patrick Gamble, President, University of Alaska (2010-present)
Mark Hamilton, President, University of Alaska (1998-2010)
John Pugh, Chancellor, University of Alaska Southeast
Brian Rogers, Chancellor, University of Alaska Fairbanks
Frances Ulmer, Chancellor, University of Alaska Anchorage
The Faculty Senates of UAA, UAF, and UAS
The Faculty Alliance
University of Alaska Board of Regents:
Cynthia Henry (chair), Timothy Brady, Ashton Compton, Fuller Cowell, Erik
Drygas, Kenneth Fisher, Mary Hughes, Patricia Jacobson, Carl Marrs, Robert
Martin, and Kirk Wickersham
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Appendix F: Board of Regents Program Action Request
University of Alaska
Proposal to Add, Change, or Delete a Program of Study
(University Regulation R10.04.020)
1a. Major Academic Unit
(choose one) UAA
1b. School or College
1c. Department
2. Complete Program Title
3. Type of Program
Undergraduate Certificate
AA/AAS
Baccalaureate
Masters
Graduate Certificate
4. Type of Action
Add
Post-Baccalaureate Certificate
Doctorate
5. Implementation date (semester, year)
Change
Delete
Fall, 2010
6. Projected Revenue and Expenditure Summary. Not Required if the requested action is deletion.
(Provide information for the 5th year after program or program change approval if a baccalaureate or doctoral degree program;
for the 3rd year after program approval if a master’s or associate degree program; and for the 2 nd year after program approval if
a graduate or undergraduate certificate. If information is provided for another year, specify (1st) and explain in the program
summary attached).
Projected Annual Revenues in FY
Unrestricted
General Fund
Student Tuition & Fees
Indirect Cost Recovery
TVEP or Other (specify):
Restricted
Federal Receipts
TVEP or Other (specify):
TOTAL REVENUES
$
$
$
$
$
$
$
Projected Annual Expenditures in FY
Salaries & benefits (faculty and staff)
$
Other (commodities, services, etc.)
$
TOTAL EXPENDITURES
$
One-time Expenditures to Initiate Program (if >$250,000)
(These are costs in addition to the annual costs, above.)
Year 1
$
Year 2
$
Year 3
$
Year 4
$
Page # of attached summary where the budget is discussed, including initial phase-in:
7. Budget Status. Items a., b., and c. indicate the source(s) of the General Fund revenue specified in item 6. If any grants or
contracts will supply revenue needed by the program, indicate amount anticipated and expiration date, if applicable.
Revenue source
Continuing
One-time
a. In current legislative budget request
$
$
b. Additional appropriation required
$
$
c. Funded through internal MAU redistribution:
$
$
d. Funded all or in part by external funds, expiration date
$
$
e. Other funding source Specify Type:
$
$
8. Projected enrollments (headcount of majors). If this is a program deletion request, project the enrollments as the program is
phased out.
Year 1:
Year 2:
Year 3:
Year 4:
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Page number of attached summary where demand for this program is discussed:
9. Number* of new TA or faculty hires anticipated 10. Number* of TAs or faculty to be reassigned:
(or number of positions eliminated if a program
deletion):
Graduate TA
Adjunct
Graduate TA
Term
Adjunct
Tenure track
Term
Tenure track
Former assignment of any reassigned faculty:
For more information see page
of the attached summary.
11. Other programs affected by the proposed action (please list):
Program Affected
Anticipated Effect
Program Affected
Anticipated Effect
Page number of attached summary where effects on other programs are discussed:
12. Specialized accreditation or other external
program certification to needed or anticipated.
List all that apply or ‘none’:
13. Aligns with University or campus mission, goals, and objectives (list):
Page in attached summary where alignment is discussed:
14. State needs met by this program (list):
Page in the attached summary where the state needs to be met are
discussed:
15. Program is initially planned to be:
Available to students
attending classes at
campus(es).
Available to distance students.
Partially available to distance students.
(More than one box may be checked if applicable.)
Page # in attached summary where distance
delivery is discussed:
Submitted by the University of Alaska Anchorage with the concurrence of its Faculty Senate.
_________________________________/_________
Authorized MAU Signature
Date
Approved
Disapproved
__________________________________________/_________
Chair, Academic and Student Affairs Committee
Date
Approved
Disapproved
__________________________________________/_________
Chair, Board of Regents
Date
*Net FTE (full-time equivalents). For example, if a faculty member will be reassigned from another program, but their original program will hire a
replacement, there is one net new faculty member. Use fractions if appropriate. Graduate TAs are normally 0.5 FTE. The numbers should be
consistent with the revenue/expenditure information provided.
Attachments:
Summary of Degree or Certificate Program Proposal.
Other (optional)
______________________________________________________________________________________